3
Changes in the demand for skillsTrends in different tasks in occupations (United States)
Source: Autor, David H. and Brendan M. Price. 2013. "The Changing Task Composition of the US Labor Market: An Update of Autor, Levy, and Murnane (2003)." MIT Mimeograph, June.

Overall browsing activityAverage rank of students in the international comparison of students taking the same test form
Source: Figure 4.5
The index of overall browsing activity varies from 0 to 100, with:
0 indicating no browsing activity (no page visits beyond the starting page) and;
100 indicating the highest recorded level of browsing activity (page visits) for each test form.

Classification of students based on their overall browsing activity
Source: Figure 4.6
Percentage of students with no browsing activity (limited computer skills or unwilling ness to engage with assessment tasks)
No browsing activity: students with no navigation steps recorded in log files
Limited browsing activity: some navigation steps recorded, but index of overall browsing activity equal to 10 or lower
Moderate browsing activity: index of overall browsing activity between 10 and 75
Intensive browsing activity: index of overall browsing activity higher than 75

Think, then click: Task-oriented browsingAverage rank of students in the international comparison of students taking the same test form
Source: Figure 4.7
The index of task-oriented browsing varies from 0 to 100. High values on this index reflect long navigation sequences that contain a high number of task-relevant steps and few or no missteps or task-irrelevant steps.

Classification of students based on the quality of their browsing activity
Source: Figure 4.8
Percentage of students whose Internet browsing is mostly unfocused
Mostly unfocused browsing activity: students for whom the sum of navigation missteps and task-irrelevant steps is higher than the number of task-relevant steps
No browsing activity: no navigation steps recorded in log files
Insufficient or mixed browsing activity: the sum of navigation missteps and task-irrelevant steps is equal to the number of task-relevant steps or lower, and the index of task-relevant browsing is equal to 75 or lower
Highly focused browsing activity: index of task-relevant browsing higher than 75

Access to computers at home:Change between 2009 and 2012
Source: Figure 1.1
%
Note: The share of students with at least one computer at home (1) or with 3 or more computers at home (2) is not significantly different in 2009 and 2012.

Early exposure to computers, by gender% of students who first used a computer when they were 6 years or younger
Source: Figure 5.5
%
1. The difference between boys and girls is not statistically significant.

Percentage of students with access to the Internet at school, but not at home
Source: Figure 5.7
%
1. The difference between socio-economically advantaged and disadvantaged students is not statistically significant.

Feeling lonely at school,by time spent on the Internet outside of school during weekdays
Source: Figure 1.8
1. The difference between moderate and extreme Internet users is not statistically significant.

Students arriving late for school,by time spent on the Internet outside of school during weekdays
Source: Figure 1.9
1. The difference between moderate and extreme Internet users is not statistically significant.

Students and teachers using computers during mathematics lessonsPercentage of students who reported that a computer was used in mathematics lessons in the month prior to the PISA test
Source: Figure 2.7

Students who use computers at school only moderately score the highest in reading
Source: Figure 6.5
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
OECD average
Highest score
Print reading
Digital reading
Students with a value above 1 use chat or email at least once a week at school, browse the Internet for schoolwork almost every day, and practice and drill on computers (e.g. for foreign language or maths) at least weekly
Most students with a value above 0 use email at school at least once a month, browse the Internet for schoolwork at least once a week, and practice and drill on computers (e.g. for foreign language or maths) at least once a month

Students who do not use computers in maths lessons score highest in mathematics
Source: Figure 6.7
Relationship between students’ skills in reading and computer use at school
(average across OECD countries)
Paper-based mathematics
Computer-based mathematics
Highest score
OECD average

Frequency of computer use outside of school for schoolwork and digital reading skillsOECD average relationship, after accounting for the socio-economic status of students and schools
Source: Figure 6.10

Students who use computer outside of school for leisure moderately score the highest
Source: Figure 6.11
Relation between students’ skills in reading and computer use outside of school for leisure (average across OECD countries)
OECD average
Print reading
Digital reading

Students who use computer outside of school for schoolwork moderately score the highest
Source: Figure 6.9
Relation between students’ skills in reading and computer use outside of school for schoolwork (average across OECD countries)
OECD average
Print reading
Digital reading

Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.3
76
76
…but teaching practices do not always reflect that
Percentage of lower secondary teachers who report using the following teaching practices "frequently" or "in all or nearly all lessons"

Mean mathematics performance, by school location, after accounting for socio-economic status
Fig II.3.3
77
77
Teachers' needs for professional development
Percentage of lower secondary teachers indicating they have a high level of need for professional development in the following areas

78
The potential of technology
To gain the benefits of collaborative planning, work, and shared professional development strategies
To open up pedagogical options
To give extra attention to groups of learners
To give learners a sense of belonging & engagement
To mix students of different ages
To mix different abilities and strengths
To widen pedagogical options, including peer teaching
To allow for deeper learning
To create flexibility for more individual choices
To accelerate learning
To use out-of-school learning in effective & innovative ways
Inquiry, authentic learning, collaboration, and formative assessment
A prominent place for student voice & agency

Expand access to content
As specialised materials well beyond textbooks, in multiple formats, with little time and space constraints
Support new pedagogies with learners as active participants
As tools for inquiry-based pedagogies and collaborative workspaces
Collaboration for knowledge creation
Collaboration platforms for teachers to share and enrich teaching materials
Feedback
Make it faster and more granular
Automatise data-intensive processes
Visualisation
Technology can amplify innovative teaching

Education is a heavily personalised service, so productivity gains through technology are limited, especially in the teaching & learning process
Impact of technology on educational delivery remains sub-optimal
Over-estimation of digital skills among teachers AND students
Naive policy and implementation strategies
Resistance of teachers AND students
Lack of understanding of pedagogy and instructional design
Low quality of educational software and courseware
Some conclusions

Some new developments seem to be more promising:
Highly interactive, non-linear courseware, based on state-of-the-art instructional design
Sophisticated software for experimentation, simulation
Social media to support learning communities and communities of practice among teachers
Use of gaming in instruction
Concerted influence on the ‘education industry’
Some conclusions

Make costs and benefits of educational innovation as symmetric as possible
Everyone supports innovation
(except for their own children)
The benefits for ‘winners’ are often insufficient to mobilise support, the costs for ‘losers’ are concentrated
That’s the power of interest groups
Need for consistent, co-ordinated efforts to persuade those affected of the need for change and, in particular, to communicate the costs of inaction
Some conclusions

Given the uncertainties that accompany change, education stakeholders will always value the status quo.
Successful innovations…
are good at communicating the need for change and building support for change
tend to invest in capacity development and change-management skills
develop evidence and feed this back to institutions along with tools with which they can use the information
Are backed by sustainable financing
Teachers need to be active agents, not just in the implementation of innovations, but also in their design
Some conclusions

86
86
Thank you
Find out more about our work at www.oecd.org
All publications
The complete micro-level database
Email: Andreas.Schleicher@OECD.org
Twitter: SchleicherEDU
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